<![CDATA[This study analyzes the concepts of Islamic educational psychology and their implications for the learning process through a literature-based inquiry. The study is motivated by the need for an educational psychology approach that addresses not only cognitive and behavioral aspects but also the spiritual, moral, and fundamental potential of learners from an Islamic perspective. It aims to analyze concepts of Islamic educational psychology relevant to the learning process and to examine their application in the design of learning grounded in Islamic values. The study employs a qualitative approach using content analysis of literature derived from the Quran, Hadith, and academic literature on Islamic educational psychology. The analysis identifies five key psychopedagogical frameworks: fitrah, Islamic motivation, exemplary conduct (uswah hasanah), habituation (ta'dib and riyadhah), and the development of ‘aql and qalb. These frameworks indicate that learning from the perspective of Islamic educational psychology is directed toward the holistic development of learners through the integration of knowledge, motivation, habit formation, value internalization, and the strengthening of moral and spiritual dimensions. The application of these frameworks positions teachers as both facilitators and role models, while the learning process is directed toward the integrated development of learners’ intellectual, moral, and spiritual potential. This study provides a conceptual framework for developing learning approaches that integrate psychological principles with Islamic values.]]>
